This article discusses the nature of science and of the child, and the implications of these natures for the teaching of science in the preschool. It is argued that science has three interrelated aspects: content, process, and attitude. Science education should integrate all three aspects. Content can be separated into the areas of physical, life, and earth science. Process concerns the inquiry skills that children must develop to be directly involved in gathering, organizing, analyzing, and evaluating content. Attitude involves the development of a scientific attitude that includes openness and objectivity. It is argued that children learn best through active hands-on activities and that they should be encouraged to actively explore and construct their own knowledge. Teachers should be aware of daily experiences that might involve science; make available a variety of equipment and materials; and remember that meaningful learning is an active, self-regulated process. (RH)

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